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ERIC Number: ED470108
Record Type: RIE
Publication Date: 2001-Nov
Pages: 7
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Impact of Hypermedia Instructional Materials on Study Self-Regulation in College Students.
Nelms, Keith R.
The metacognition "calibration of comprehension" research paradigm is used to investigate the question of whether the introduction of hypertext and hypermedia into college instruction impacts students' ability to regulate their own learning processes. Presentation technology (paper or computer) and content structure (linear or nonlinear) were independent variables in this 2x2 factorial design quantitative study. Instructional materials were differentially formatted to create the four experimental treatments: NP Environment, or nonlinear text in paper form (printed nonlinear Web site); LP Environment, or linear text in paper form (book); NC Environment, or nonlinear text on computer (hypermedia); and LC Environment, or linear text on computer. Subjects, undergraduate students at a small private college, were randomly assigned to the four treatment groups. Each treatment group had 17 subjects. After studying the treatment instructional materials, subjects predicted test performance on each of eight topics. Upon completion of an objective posttest, a comprehension calibration coefficient (the dependent variable) was calculated for each subject by correlating the eight performance predictions with the actual test scores on the eight topics using the Pearson product-moment correlation. Although statistically significant calibration was detected, analysis of variance found no statistically significant treatment or interaction effects. Data analysis and interviews suggest that subjects did not study at the same level of effort or use the same study strategies as used in real-world academic test preparation. It is not certain whether the findings of the experiment can be applied to actual college coursework environments. However, additional statistical analysis suggests that learning with unfamiliar media may impact calibration of comprehension for some students and that further investigation is needed. (Contains 22 references.) (Author/AEF)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Annual Proceedings of Selected Research and Development [and] Practice Papers Presented at the National Convention of the Association for Educational Communications and Technology (24th, Atlanta, GA, November 8-12, 2001). Volumes 1-2; see IR 021 504.